The Junior Certificate AN ROINN OIDEACHAIS AGUS EOLAÍOCHTA THE JUNIOR CYCLE SPANISH SYLLABUS 1 The Junior Certificate PREAMBLE This is a communicative syllabus organized around the needs, expectations and interests which pupils bring to the foreign language classrooms. The adolescent learner in the Irish context seldom needs to use the target language in an authentic exchange with a native speaker. His or her real needs centre around using and understanding the target language as a means of communication and instruction in the classroom. However, a pupil brings to the classroom a reasonable expectation that his or her language learning will equip him or her to cope in a country where the language is native. The learner can also reasonably expect that the language-learning process will draw upon themes and activities that are of interest to him or her. The syllabus is to be seen as a teaching syllabus, a statement of the minimum content of themes and communicative tasks which should have been covered by pupils at Junior Certificate level. The items listed under the heading “SOME EXPONENTS” exemplify some of the language items which might be used in carrying out a given communicative task. This small selection of exponents is intended as a guide. The teacher may use them or offer the pupils other words and phrases. It is not necessary for a pupil to have mastered all the listed exponents: he or she should, however, be able to carry out all the communicative tasks, at least at a simple level. The list of exponents is not a prescriptive list for setters of the Junior Certificate Examination. The aim of the examinations will be to test communicative competence in respect of the themes and tasks: these are not restricted to the list of exponents that appears in the syllabus. 2 The Junior Certificate Ordinary and Higher Level Assessment The syllabus aims to cater for the entire ability range of pupils. Assessment will be at two levels, Ordinary and Higher. While the syllabus is the same for both levels, the communicative tasks will be carried out through language use of varying degrees of complexity. All pupils will be expected to execute the same tasks, although Ordinary Level examination candidates may do so in a simpler way. 3 The Junior Certificate GENERAL AIMS 1. General educational aims The general educational aims of the Junior Certificate programme in French, German, Italian and Spanish are: (a) to contribute to pupil’s awareness of language as a system of communication; (b) to give pupils an awareness of another culture, and thus a more objective perspective on aspects of their own culture; (c) to contribute to the development in pupils of the capacity to engage in fruitful transactions and interactions with others; (d) through (a), (b) and (c), to contribute to pupils’ overall personal and social development (e) to give pupils the possibility of access to sources of information, cultural enrichment and entertainment in the target language; (f) to encourage and equip pupils to consider participating in social and cultural activities which may involve some use of the target language; (g) to make it possible for pupils to consider taking up job and further education/training opportunities which may involve some use of the target language; (h) to give pupils the kind of language learning experience that will encourage and facilitate their learning further languages in later life; (i) through (e), (f), (g) and (h), to enlarge pupils’ work, further education and leisure options. 2. General communicative aims The general communicative aims of the Junior Certificate programme in French, German, Italian and Spanish are: (a) to enable pupils to cope with the normal classroom use of the target language; (b) to equip pupils with a competence in the target language which would enable them to provide themselves with basic necessities, to avoid misdemeanours and/or 4 The Junior Certificate serious embarrassment, and to engage in some degree of social interaction in a country/situation where only the target language was in use; (c) to furnish pupils with linguistic skills which will make it possible for them to pursue at least some aspects of their general interests through the medium of the target language; (d) through (a), (b) and (c) and otherwise, to ensure that pupils’ competence in the target language such as to be conducive to the fulfillment of the general educational aims specified above. 5 The Junior Certificate BEHAVIOURABLE OBJECTIVES Introduction The behavioural objectives of the syllabus are basically those communicative tasks which the learner should be able to perform in order for the general aims set out above to be met. It should be noted that any given communicative task can be effectively carried out in a variety of ways, using language of varying complexity. Accordingly, pupils from a wide spectrum of the ability range should be able to complete these tasks successfully and thus steadily gain rather than lose confidence in using the target language. As far as possible the tasks specified are neutral as between what is appropriate behaviour for the adolescent and what is appropriate for an adult. The reason for this is that the aims of the syllabus are not narrowly focused on pupils’ current situation, but attempt to address continuing and future demands pupils may make on their competence in target language. Care has also been taken to ensure that there is a balance between objectives which relate to such activities as information-getting and shopping (transactional, i.e. messageorientated) and those which have to do with the initiation and maintenance of social contact (interactional, i.e. listener-orientated). This balance of transactional and interactional relates to the fact that the syllabus aims to facilitate the development of skills which will permit the pupil to some extent to socialize through the medium of the target language as well as to the use of language for strictly utilitarian purposes. If not all of the tasks specified here are equally plausible as instances of natural foreign language use, it is because the constraints imposed by the limited channels available for teaching and testing purposes necessitate the inclusion of tasks which are “related to” or “prerequisite for” authentic language use. 6 The Junior Certificate For example, a listening comprehension task in which the learner answers questions in his/her mother tongue about information gleaned from a piece of discourse in the target language is somewhat improbable as a “real life” application of competence in the target language as a foreign language. However, it is related to more authentic tasks – for instance, telling someone who does not understand the target language what is being said by a native-speaker of that language or what is going on in a film or television programme in the language. More-over, the performance of such a task depends on a process (decoding spoken language) which cannot be tested directly and which has to be mastered in order for any kind of natural communication to take place. Tasks, activities and exponents The communicative tasks which follow are divided into two broad categories, those which involve only receptive use of the target language (R1-R2) and those which involve some productive use of the target language (P1-P20). The language needed for the performance of tasks specified under the latter heading will also be expected to be accessible to pupils’ receptive skills. The converse does not hold, however. That is to say, pupils will not be required to deploy productively language exclusively associated with tasks designated as receptive. While the two above-mentioned categories tasks are grouped under headings which point to general activities and themes to which such tasks might relate. This arrangement is for ease of reference and is not intended to suggest that there is necessarily anything hard and fast about the relationship between a specific task and a given general activity or theme. For each group of communicative tasks involving productive use of the target language a small selection of linguistic exponents is indicated. Once again it should be noted that these items are included merely to provide a few immediate reference points for the syllabus user, and are not intended as any kind of definite statement about the linguistic knowledge a learner would need in order to perform particular productive tasks. 7 The Junior Certificate TASKS INVOLVING ONLY RECEPTIVE USE OF SPANISH (Cf. first paragraph of selection headed Tasks, activities and exponents) R1 GENERAL ACTIVITY/THEME Listening for information COMMUNICATIVE TASKS: Understanding the main elements of the kinds of announcements you are likely to hear at bus stations, railway stations, ferry terminals, airports, hotels and larger shops Understanding the main elements of (simplified) news bulletins. Understanding the main elements of conversation and telephone messages which involve the performance of tasks detailed in P1 - P16 and P19. Giving spoken or written answers in English or Irish, or non-verbal answers, to questions in English or Irish about the main elements of announcements, news bulletins, conversations and telephone messages such as those described above. R2 GENERAL ACTIVITY/THEME: Reading for information COMMUNICATIVE TASKS Understanding the main elements of the kinds of warning and information signs and notices you are likely to encounter on the road, in the streets of a town or village, and in bus stations, railway stations, ferry terminals, airports, hotels, hostels and shops. Understanding the main elements of a menu Understanding the main elements of (authentic) pictorial advertisements Understanding the main elements of short (authentic) newspaper/magazine reports appropriate to the age group Understanding the main elements of letters, forms, curricula vitae and transcriptions of conversations 8 The Junior Certificate which involve the performance of tasks detailed in P1 - P20. Giving a spoken or written summary in English or Irish of the main elements of signs, notices, advertisements, reports, letters and transcriptions such as those described above Giving spoken or written answers in English or Irish, or non-verbal answers, to questions in English or Irish about the main elements of signs, notices, advertisements, reports, letters and transcriptions such as those described above 9 The Junior Certificate P1 GENERAL ACTIVITY/THEME: Meeting and getting to know people COMMUNICATIVE TASKS Saying hello Asking someone his/her name Giving your own name Asking someone his/her age Giving your own age Asking someone where/he/she lives SOME EXPONENTS - P2 GENERAL ACTIVITY/THEME: Engaging in and talking about leisure pursuits COMMUNICATIVE TASKS Asking someone what he/she would like to do Saying what you would like to do Suggesting doing something Agreeing to/rejecting a suggestion Inviting someone to something Responding to an invitation Asking people about their free time activities Asking why/why not Describing your own free time activities SOME EXPONENTS: - ¿ qué + querer + hacer? querer + INFINITIVE use of 1st person plural of IR for suggestions, e.g. vamos al cine; vamos a + - de acuerdo pasar el día/la tarde/la noche ¿ cuánto tiempo + durar? durar + NUMBER + minutos/horas gustar + hacer e.g. hacer deportes jugar al fútbol ver la tele (visión) hola buenos días/buenes tardes/noches ¿ qué tal? ¿ cómo + estar? ¿ cómo + llamarse? ¿ cuántos años + tener? tener+ number + años ¿ de dónde + ser? presentar/presentarse ¿ de quién + ser? hasta leugo/adiós INFINITIVE 10 The Junior Certificate - - escuchar la música pop ir a la discoteca parecer + NOUN e.g. ¿qué te parece …? bien/regular/interesante/ estupendo/aburrido la novela/el artículo/ la revista/el video/ el programa/la película estar + de acuerdo no estar + de acuerdo P3 GENERAL ACTIVITIES/THEME: Making Plans COMMUNICATIVE TASKS: Asking someone about his/her weekend or holiday plans Saying what you intend to do at the weekend or during the holidays Arranging a meeting with someone SOME EXPONENTS: - - - - poder + INFINITIVE e.g. podríamos ir a la playa o al campo ¿ que es lo que + ir a + hacer? este fin de semana/durante las vacacíones que + gustar + más + NOUN PHRASE que + preferir + INFINITIVE ¿ que prefieres, hacer deportes o ir al cine? ir + INFINITIVE e.g. ¿ qué es lo que + esperar/querer/gustar? (CONDITIONAL) + hacer en la vida esperar/querer/gustar (CONDITIONAL) ser + NOUN/hacerse + NOUN/ dedicarse a /al/a la + NOUN trabajar en + NOUN ¿ dónde? ¿ cuándo? ¿ a qué hora? encontrarse con - DAYS OF THE WEEK el + NUMBER + de + MONTH a + NUMBER - de la madrugada/mañana/tarde/noche a + NUMBER + y/menos/+ cuarto/media 11 The Junior Certificate P4 GENERAL ACIVITY/THEME: Visiting/Staying in a Spanish (speaking) home COMMUNICATIVE TASKS: Expressing appreciation Saying please Saying thank you Offering to help Asking for help Asking for things Asking what/which to take/use etc. Requesting permission Expressing satisfaction and dissatisfaction Asking for information about household routine SOME EXPONENTS: - - mostrar cortesía por favor/gracias poder + ayudar + le/te (Ej. ¿Puedo ayudarle?) ¿ Me puede/me puedes ayudar?) Poder pasar (Ej.¿Puedes pasarme la sal por favor?) ¿Cuál? estar (+ muy) + contento (feliz) P5 GENERAL ACTIVITY/THEME: Talking about your own family and home COMMUNICATIVE TASKS: Saying how many brothers and sisters you have Saying what your parents do Saying what members of your family look like Saying whereabouts you live Describing your locality Describing the house or flat you live in Saying where things are at home Saying what you usually do at home SOME EXPONENTS: - tener + número + hermano(s) Mamá, Papá trabaja en/como/hace mi mamá/mi papá es/hace está sin empleo/trabajo ser + pequeño/grande/rubio/moreno tener + el pelo negro/los ojos azules etc. no + es + muy + Adjective vivir en + nombre del pueblo etc. vivir en el sur/norte/este/oeste vivir en + nombre de la ciudad/ urbanización/pueblo 12 The Junior Certificate - - es una gran ciudad, una ciudad pequeña etc./un pueblecito, pueblo/está en el campo casa/piso, apartamento/chalet pequeño/grande tener + número + cuartos estar en/delante de/detrás de/ enfrente de/ cerca de etc. en casa levantarse/comer/ver la tele/acostarse a la/las + clock time P6 GENERAL ACTIVITY/THEME: Talking about animals COMMUNICATE TASKS: Asking about pets. Saying if you have pets and if so what it is Naming those farm animals Saying you like/dislike certain animals Naming some foods that animals eat SOME EXPONENTS: - tener/gustarle/encantarle animales domesticos - perro, gato, conejo, vaca, caballo, oveja, etc. no + gustar tenerle manía a preferir comer carne, pescado, ensalade, verduras 13 The Junior Certificate P7 GENERAL ACTIVITY/THEME: Talking about the weather COMMUNICATIVE TASK: Describing the weather saying what you do when the weather is good and bad SOME EXPONENTS: - - Impersonal – hace muy buen tiempo/mal tiempo/calor/frío/viento …….. Impersonal llueve …… cuando hace calor + VERB…… P8 GENERAL ACTIVITY/THEME: Talking about things you have done, things that have happened, and the way things were COMMUNICATIVE TASKS: Saying what you did or did not do yesterday, last week, last month, last year, at the weekend, during the holidays etc. Asking what happened Saying what happened Describing what things were like SOME EXPONENTS: - PERFECT TENSE OF VERBS – hoy, este fin de semana, estas vacaciones etc. Pasar ……….. PRETERITE OF VERBS - Anoche, la semana pasada, ayer etc. ¿ Qué + Pasar ………? IMPERFECT OF VERBS Cuando + clause e.g. Cuando era niño ……. P9 GENERAL ACTIVITY/THEME: Talking about school and communicating in the classroom. COMMUNICATIVE TASKS Saying what happens and when during a normal school day. Giving your opinion about various school subjects. Saying how good or bad you are at particular subjects. Asking for help/explanations/information Asking how to say something in the target language 14 The Junior Certificate Asking what something means in English/Irish Asking someone to repeat or rephrase something Asking someone to say something more slowly Saying that you do not understand something Asking for a dictionary Suggesting things to do Discussing the pros and cons of a suggestion Saying who is absent and why Apologising for lateness or unacceptable behaviour Explaining why you were late or why you did something Explaining why you did not do your homework In group or pair work, sorting out with classmate(s) who is to do what (with whom) when Beginning an activity Commenting on own and others’ performance Changing/ending an activity Asking to be tested SOME EXPONENTS: - a la/las + CLOCK TIME levantarse ir a pie/en bicicleta coger el autobus/el tren asignaturas, clases, recreo, etc. empezar a terminar de INDIRECT OBJECT PRONOUN + gustar/subject No. + INDIRECT OBJECT PRONOUN + gustar le + SUBJECT SER (+ bastante/muy/demasiado) fácil/diffícil INDIRECT OBJECT PRONOUN + interesar/aburrir SER/ me jor/peor en + NAME OF SUBJECT Se me da muy bien el español Se me dan muy bien las ciencias ¿Vd puede ayudarme/explicarme/decirme? or ¿ Me peude ayudar/explicar/decir? ¿Cómo se dice en español? ¿ Qué significa/quiere decir …..en inglés Repita Puede vd. Explicármelo más sencillamente Havle un poco más despacío No entiendo ………………… Peude vd darme un diccionario, por favor se puede + INFINITIVE 15 The Junior Certificate - - Creo que es una beuna/mala idea, porque ………. …………….. no está porque ……… enfermo, al dentista, en la piscine sentir lo …………….. Haber llegado tarde, hecho una bobada/tontería Haber llegado tarde/haver hecho esto/dicho esto, porque ………. No he hecho los deberes, porque ………… ¿ quién, a quién, con quién ? empezar a ser el primero, el segundo etc, en empezar a/hablar/seguir …… estaba (muy) bien/no estaba tan malo/tan bueno etc No, eso no se dice, se dice ……………. Cambiar (de) …………… Terminar/acabar de Puede vd darme un ejemplo P10 GENERAL ACTIVITY/THEME: Travelling COMMUNICATIVE TASKS: Buying a ticket Inquiring about departure/arrival times Checking the destination of a particular bus/train/boat/plane Ask how long a particular journey takes Inquiring about position of airport/station etc.., and parts of airport/station etc. SOME EXPONENTS: - - - (Quiero) un billete/de ida/solo/sencillo de ida y vuelta Para …………… La llegada/la salida ¿A qué hora sale/llega el tren/el autobus/el coche/el avión ? (de/para ….)? ¿ Es (éste) el tren/el autobus/el coche/el avión para …..? La vuelta, el viaje, ir (en tren), viajar, salir (de) llegar a, a entrar (en) 16 The Junior Certificate - - primera clase, segunda clase ¿Cuánto tiempo?/ ¿Cuántas horas? para ir/hacer …. ¿Por dónde se va/Dónde está? ¿hay (a) una/la estación, el/un/al aeropuerto ……….? ¿Oiga, dónde está (n)? ….. el horario objetos perdidos los sevicios el andén número ….. la via número ….. P11 GENERAL ACTIVITY/THEME: Coping with not feeling well or a minor accident COMMUNICATIVE TASKS: Say you feel ill Saying something hurts Asking if there is a hospital/doctor/pharmacy nearby Asking when you can see the doctor Talking about your general condition and symptoms Buying medicine and medical supplies Mentioning improvement SOME EXPONENTS: No estar/encontrarse/sentirse bien Me duele (n) + part of the body Tener dolor de + part of the body ¿ Hay un médico/un hospital una farmacia cerca/por aquí cerca? - ¿ Cuándo/a qué hora hay consulta? tener (mucho) calor/frío/sueño un resfriado/catarro - resfriarse - toser - part of the body + estar roto/rota - romperse + part of the body - una receta - medicina, pastillas, venda je, jarabe, tiritas - recuperarse, sentirse mejor, mejorarse 17 The Junior Certificate P12 GENERAL ACTIVITY/THEME Finding out and telling people the time, the day, the date COMMUNICATIVE TASKS: Asking what time it is/was Saying what time it is /was Asking what day it is Saying what day it is Asking what the date is Saying what the date is Saying when in the day SOME EXPONENTS: ¿ Qué hora es/era? Es/era/son – la eran la/las + number y/menos cuarto/media - de la madrugada/manaña/tarde/noche ¿ Qué día es? ¿ A cuántos estamos? Es + Day ¿ Qué fecha es (hoy)? Es el + Number + de (+ Month) - por la mañana/tarde/noche P13 GENERAL ACTIVITY/THEME: Finding your way and helping other people to find their way COMMUNICATIVE TASKS Attracting attention Asking for directions Giving directions Asking how far away something is Saying how far away something is SOME EXPONENTS: - Señor/Señora/Señorita me hace el favor de decírme ¿dónde está ….por favor? ¿hay ………..por aquí ¿ par ir al/a la ….por favor? tomar, torcer, doblar, seguir, ir, cruzar, bajar, subir a la derecha, ala izquierda, todo recto la primera, la segunda etc 18 The Junior Certificate - - la cocina, el cuarto de baño, la habitación, el cine, - la piscine, la iglesia, el merado, la comisaría, etc. ¿ está lejos? ¿ queda cerca/le jos? no + estar + (muy) le jos ¿ a más o menos? a casi + NUMBER – Kilometros P14 GENERAL ACTIVITIES/THEME: Eating and drinking and talking about food and drink COMMUNICATIVE TASKS: Beginning a meal Offering (more) food or drink to someone Accepting (more) food or drink from someone Declining (more) food or drink Asking for something to be passed to you Asking what something is Asking how you eat something In a café or restaurant attracting the attention of the waiter/waitress Asking for the menu Ordering something to eat and/or drink Asking for the bill/how much it costs/ Paying Asking for information about cafes and restaurants Giving information about cafes and restaurants Commenting on food and drink Saying what you like to eat and drink Saying you are hungry or thirsty SOME EXPONENTS: ¿ Hay un restaurante/una cafeteria/un bar, por aquí/ El plato del día es ….. La especialidad de la casa….. ¿ Que aproveche! - ¿ Quiere vd, quieres? ¿ un poco más de …………….? de nuevo, otra vez por favor/- no gracias poder + pasar (puedes pasarme el vino, por favor?) ¿ como se come esto? ¿ camarero! traigame la carta (el menú) por favor quiero, querría, quisiera …… café (con leche), té (con leche), chocolate, zumo de fruta, etc. 19 The Junior Certificate - - un sandwich, una tortilla, tapas, paella, patatas fritas, un perro caliente, una hamburguesa, la cuenta, por favor estan incluidos los impuestos ¿ tenga! tener hambre/sed/ganas de comer ….. dar una propina/de jar propina P15 GENERAL ACTIVITY/THEME: Shopping (list of shops) COMMUNICATIVE TASKS: Asking if a shop has the commodity or item of clothing you require Asking for the food, snack, gift, card, stamp, garment, etc. you want Identifying the particular item you want Saying what size you need Asking about prices - ¿ tiene vd ……..? - quiero …………..por favor SOME EXPONENTS - este, esta, estos, estaas - ese esa, esos, esas – aquel, aquella, aquellos, aquellas - la talla + NUMBER - ¿ cuánto es? ¿Qué precio tiene? - ¿ cuánto cuesta? - ¿qué numero calza? - Estar de reba ja/reba jado 20 The Junior Certificate P16 GENERAL ACTIVITY/THEME: COMMUNICATIVE TASKS: P17 GENERAL ACTIVITY/THEME: SOME EXPONENTS: Using the telephone - Oiga - Dígame Soy ….. ¿Quién es/eres? está communicando ¿ Se puede hablar con …..por favor? ¿ De parte de quién? no cuelgue (s) llamar a pedir información sobre……….. volver a llamar - NUMBERS Writing a short note/postcard - PERFECTO of verbs llamar por teléfono venir a ver - FUTURO of verbs - Ir a + infin. volver a llamar. volver - DAYS OF THE WEEK a la /las + CLOCK TIME - querer + ver en/en casa de citarse con/estar citado con …….. tener que + salir volver, volver a casa, estar de vuelta saludos de + PLACE recuerdos a todos pasarselo bien pasarsel mal/no + pasarlo bien fantástico/aburrido porque/por - - P18 GENERAL ACTIVITY/THEME: Writing a short personal letter SOME EXPONENTS: - querido/a recibir gracias por dar las gracias por/agradecer llamarse tener + NUMBER + años tener + NUMBER + hermanos 21 The Junior Certificate - somos hermanos mi padre es…./traba ja en/de ….. mi madre es …. /traba ja en/de ….. vivir en amigo/amiga gustarle + a no + gustar + a preferir encantar + a no gustrarle nada quisiera invitarte a pasar …… en mi casa ¿ Te gustaría pasar …. en mi casa? me gustaría ir pero (por desgracía) …. no puedo No + poder No + ser + posible porque saludos/un abrazo de P19 GENERAL ACTIVITY/THEME Writing for holiday information or to make a booking COMMUNICATIVE TASKS: Opering a formal letter Enquiring by letter about hotel/youth hostel/camping site accommodation Enquiring by letter about facilities and activities in a particular area Making a hotel/youth hostel/camping site reservation by letter Closing a formal letter SOME EXPONENTS: Muy Señor mío: ¿Podría usted hacerme saber si …? Quisiera saber si sería posible ¿Podría used hacerme una reserve para …..? Le saluda atentamente P20 GENERAL ACTIVITY/THEME: Filling in a simple form based on information supplied COMMUNICATIVE TASKS: Giving such personal information as your name, sex, marital status, place and date of birth, age and occupation 22 The Junior Certificate SOME EXPONENTS: - Masculino/Feminino Soltero/Casado Names of countries and cities e.g. Irlanda/Inglaterra/Dublín/Londres etc. Dates Number + años, Number + meses Pasatiempos 23